Arithmetic tutoring device



Aug. 18, 1959 P. H. wlsE ARI'll-IME'IICv TUTORING DEVICE 5 Sheets-Sheet l F'levd Aug. 13, 1956 IN VEN TOR.

Pau/ ./7' MSE Aug. '11s,l 1959v l Is. H. WISE 1 58951756- ARITIIMTIC. TUTORING DEVICE Filed Aug. 13, 195e fil@ States Unit@ The present invention relates to improvements in educational devices, and more particularly to arithmetic tutoring devices.

It is the principal purpose of the invention to provide a device for teaching arithmetic relations to students fwhich is usable by the student individually to test and familiarize himself with arithmetic relations.

A further purpose `of the invention is to provide an arithmetic tutoring device usable by the student to test and familiarize himself with various types of arithmetic relations with the same equipment.

A still further purpose of the invention is to provide such a device having the characteristics of a game or puzzle whereby to hold the students attention and attract him to utilization of the device.

More specically it is the purpose of the invention to provide an arithmetic tutoring device including a board having a recessed portion therein, a plurality of cards each proportioned to lit into the recess, and a plurality of numbered blocks adapted to be placed in the recess upon a card filled therein, the cards each having indicia thereon indicating the proper order in which the blocks should be placed in the recess, the indicia -being in the form of arithmetical problems to which the numbers on blocks form solutions.

The nature and advantages of the invention will appear more clearly from the following description and the accompanying drawings, wherein a preferred form of the invention is shown. it should be understood, however, that the description and drawings are illustrative only, and are not intended to limit the invention, except insofar as it is limited by the claims.

In the drawings:

Figure 1 is a plan view illustrating the device with the elements thereof arranged for use by the student;

Figure 2 is a perspective view of the device showing part of an arithmetic exercise completed;

Figure 3 is a plan view similar to Figure l, but showing the several numbered blocks in place as When an arithmetic exercise is completed, and an answer card being slid over the blocks;

Figure 4 is a vertical sectional view of the device taken substantially on the line 4 4 of Figure l, but showing the method by which the numbered blocks and problem cards are removed;

Figures 5, 6, 7 and 8 are fragmentary plan views of problem cards used with `the device; and

Figure 9 is an enlarged perspective View of one of the numbered blocks.

Referring now to the drawings, and to Figures l to 4 in particular, the invention is shown as embodied in a rectangular playing board 1t), together with a plurality of numbered blocks 11 and problem cards 12, and a check card all adapted to be used with the board as hereinafter described.

The board 10, as best shown in Figures 2 and 4, is

A composed of two sheets 13 and 14 bonded together.

The sheets 13 and 14 are preferably made of plastic, but

t rifice Patented Aug. 18, 1959 any other suitable material such as wood or metal may be used. The board 10 has a rectangular recess 15 therein, formed by providing a rectangular aperture in the upper, thickest, sheet 13', which aperture is closed by the lower sheet 14. With this construction the upper sheet 13 provides the end Walls 15a and 15b and the side walls 15e and 15d of the recess 15, while the lower sheet 14 provides the bottom wall 15e. The end Wall 15a of the recess 15 is notched adjacent the bottom wall 15e as shown at 16 in Figure 4.

The problem cards 12 are constructed of plastic or cardboard and are adapted to -be fitted into the recess 15 in the board 10. The cards 12 are each equal in width to the width of the recess 15 and are equal in length to the length of the recess 15 from the end Wall 15b to the end of the notch 16 in the end wall 15a. The cards 12 are fitted into the recess 15 by sliding the top of the card 12 into the notch 16 and then dropping the card 12 into the recess 15. Each card 12, as shown in the drawings, has an identication `space 17 at the top, and has transverse and longitudinal grid lines 18 thereon dividing the balance of the card 12 into a plurality of equal rectangular spaces 19. The grid lines 18 cover an area of the card 12 equal to the area of the recess 15, the identification space 17 of the card 12 being positioned in the notch 16 when the card 12 is in place. Arithmetical problems are marked in the several spaces 19 of each card 12.

The blocks 11, best shown in Figure 9, are rectangular blocks of plastic or other suitable material. The blocks 11 are formed so that their upper `and lower surfaces are equal in size to the spaces 19 formed by the grid lines 18 on the cards 12, and so their height is substantially equal to the depth of the recess 15 in the board 1). There are in all, a number of blocks 11 equal to the number of spaces 19 in each card 12, this number being uniform in all the cards 12. The blocks 11 each have a number marked on the upper and lower surfaces, the numbers on each surface being the same. The numbers on the blocks 11 constitute solutions or answers to the problems marked in the spaces 19 of the cards 12.

The particular device illustrated in the drawings includes eighty one biocks 11, there being eighty one spaces 19 on each card 12. The numbers marked on the blocks 11 represent the products of a multiplication table Ifrom one to nine. As shown in Figures l and 2, one of the cards 12 has thereon the multiplican'ds and multipliers for a one to nine multiplication table. Another of the cards 12 (see Figure 5) has subtraction problems thereon, the correct answers to which correspond to the numbers on the several blocks 11. Other cards 12 (not shown) are marked with addition and division problems which correspond to the numbers on the blocks 11.

Additional cards 12' such as those shown in Figures 6, 7 and 8, are provided with mixed problems thereon to provide more diiiicult exercises for the student.

In using the arithmetic tutoring device, the student selects a card 12, tits it into the recess 15 of the board 10 and arranges the several blocks 11 in random positions around the board 10, as shown in Figure l. Then, starting at one corner, as `shown in Figure 2, he reads the problem in the space 19 of the card 12, selects a block 11 having a number corresponding to the correct solution and places it in the recess 15 on the space 19 in which the problem is marked. For example with the multiplication card shown in Figure l, the first problem is 1 1. The student should select the block 11 having the number l marked thereon and place it in the recess 15 over the space 19 containing the problem 1 l. The student progresses in a like manner to solve each problem until the recess 15 is filled with the blocks 11, as shown in Figure 3,

To check the accuracy of the students solution, a transparent check or answer card 20 is provided. The answer card 20 is of the same size as the problem cards 12 and has numbers marked thereon in the arrangement that the blocks 11 should be in for a correct solution to the problem cards 12. The answer card 20 is placed on the board and aligned over the blocks 11 as shown in Figures 3 and 4. If the blocks 11 are in their proper order, the numbers thereon will be aligned beneath identical numbers on the answer card 20. lfnot, then the improper numbers will be visible through the transparent card 20. It will be understood that a single answer card Y will sufce for several problem cards 1.2, since the problems on, for example, the addition, subtraction, multiplication and division cards, may all be arranged so that a correct solution to each produces a uniform arrangement of the blocks 11. The more difficult problem cards 12', such as those shown in Figures 6, 7 and 8, may also be arranged so that a single answer card 20 will sufice for all. In this event, two answer cards 20 will serve for the entire array of problem :cards 12 and 12. Since the `answer cards 20 are equal in size to the problem cards 12, one of them may be fitted into the recess 15 to adjust the board 10 for a simplek number matching exercise for preschool age children.

When the student has completed a given exercise and Wishes to attempt another, he merely lifts the blocks 11 and card 12 from the recess 15 and begins anew with a different card. To facilitate removal of the blocks 11 and card 12, a small aperture 21 is provided inthe lower plate 14 of the board 10, as shown in Figures 2 and 4. By inserting a nger in the aperture 21 and pushing upwardly, the student may remove both blocks and card with ease.

It should be apparent from the foregoing that my invention provides an extremely simple and useful arithmetic tutoring device, usable by the student to test and familiarize himself with arithmetic relations in a pleasant `and entertaining manner and without the aid of an instructor. It should be understood that while the device illustrated in the drawings utilizes only eighty one blocks, similar devices using more blocks are contemplated-and may be provided without departing from the spirit of the invention. It is also contemplated that different sets of blocks and problem cards be provided having numbers thereon suited for solving algebraic problems or problems having solutions involving fractions or decimals. Problem cards and blocks may be provided for tutoring students in other fields. For example, cards containing the names of the several mineral elements may be provided, together 'with blocks containing the abbreviations therefor.

Also while the blocks 11 shown in the drawings are rectangular and have the numbers repeated on two sides, it is contemplated that they be provided as cubes with the numbers repeated on all six sides, the problem cards 12 and recess 15 being proportioned accordingly.

It is -believed that the nature and advantages of the invention appear clearly from the foregoing.

Having thus described my invention, I claim:

l. An educational device comprising a board having a rectangular recess in one surface thereof, said recess having end and side walls and. a bottom wall, a notch in one of said end walls adjacent the bottom wall and extending parallel to the bottom wall, a card having longitudinal and transverse grid lines thereon dividing the card surface into a plurality of uniform spaces, said card having an identification `space at one edge thereof, the card being received in the recess and having the identification space received in the notch wherebyv to expose in the recess that portion of the card having the grid lines thereon, a plurality of rectangular blocks received in the recess above the card, each of said blocks having identication indicia thereon, indicia marked in the spaces of said card indicating the proper positions of the blocks, and an aperture in said board extending from the opposite surface of said board into said recess whereby to permit lifting engagement with the card for removing the card and the blocks from the recess.

2. An educational device comprising a board having a rectangular recess in one surface thereof defined by end walls and side walls transverse to said surface and a botto-m walll substantially parallel to said surface, one of said end walls having a' notch undercut therein flush with the bottom wall, a card having side edges seatable in said recess along the side walls thereof, and having end edges, one end edge seating in said notch and the` other edge seating against the other end 'wall of said recess, the card having longitudinal and transverse grid lines thereon dividing 'the card surface exposed in said recess into a plurality of rectangular spaces, a pluralityv of rectangular blocks seatable in the recess and matching said rectangular spaces on the card, each of said blocks having identification indicia thereon, each of said rectand gular rspaces on the card carrying indicia indicating the proper positions of the blocks, and a transparent check card adapted to cover the entire area of said recess and having indicia thereon arranged to coincide with the indicia on the blocks when the blocks are properly positioned on the first named card, the board having anaperture extending from the bottom surface of the recess through the board to the opposite surface of the board adjacent to the end wall of said recess opposite the notch and providing access to the under surface of the firsty named card for lifting the card and any blocks thereon free of said last named end wall for Iremoval from saidnotch.

3. An educational device comprising a board having a rectangular recess in one surface thereof `dened by end walls and side walls transverse to said surface and av bottom Wall substantially parallel to said surface, one of said end walls having a notch undercut therein fiush with the bottom wall, a card seatable in said recess having longitudinal and transverse grid lines thereon dividing the card surface exposed in said recess into ay plurality of rectangular spaces, a plurality of rectangular blocks seatable in the recess and each matching one of said rectangular spaces on the card, each of said blocks' having identification indicia thereon, each of said rectan guiar spaces on the card carrying indiciaV indicating the proper positions of the blocks, and a transparent check card adapted to cover the entire area of said recess and having indicia thereon arranged to coincide with the indicia on the blocks only when the blocks are properly positioned on the first named card.

AReferences Cited in the file of this patent UNITED STATES PATENTS 

